Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 19 · 2026-11-12

IELTS Writing Task 1 question

 

The diagram below shows how a biofuel called ethanol is produced.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 6.0)

The process diagram illustrates the eight stages of biofuel production.

Overall, the process starts when the corbon dioxide produced and sun helps the tress and plants to grow, and end at the ethonal where it use in differen types of vehicles.

To begain with, at the first stage plants and trees grows with the help of sun's energy and corbon dioxide. In second stage, the farmer harvest the crops and do pre-processing. After the pre-processing method it converts into a cellulose. In fourth stage, this cellulose passed by the processing stage in the laboratories.

Moving towords the fifth stage, after processing by experts it tranform into a sugar and than in 6th stage we add some kind of microbes that helps the process to complete. In the end, after adding microbes ethanol can finally used in various vahicles like in cars, trucks and aeroplanes. These machineries than produces the corbon dioxide and it will again contact with sunlight to produce plants and trees.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the diagram as a production process and give a broad overview of its circular nature, from plant growth to ethanol use and the return of carbon dioxide. The main sequence is mostly represented, including harvesting, pre-processing, cellulose, processing, sugars, microbes and transport. This covers the task’s key stages, though some details are less fully or accurately explained: the diagram shows sunlight and carbon dioxide supporting plant growth, rather than carbon dioxide being produced at the start, and the final carbon dioxide returns to the plants rather than combining with sunlight to produce them. The claim that there are eight stages also does not reflect the full cycle. To strengthen the response, describe the cycle precisely and distinguish the labelled stages from the transport and emissions loop.

Coherence and Cohesion: Band 6.5

The response has a clear overall arrangement: an introduction, an overview and two paragraphs that follow the process from plant growth through to fuel use. Sequencing expressions such as “To begin with,” “Moving towards,” and “In the end” help the reader follow the stages. However, the repeated ordinal references (“first,” “second,” “fourth,” “fifth,” and “6th”) are not consistently aligned with the diagram and make the sequence harder to track. Some links between ideas are also abrupt, and “these machineries” has an unclear reference. Grouping the stages into a more continuous sequence, then describing the carbon-dioxide loop separately, would make progression clearer and reduce reliance on mechanical transitions.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “harvest,” “pre-processing,” “cellulose,” “microbes,” and “ethanol,” and you name the three transport types shown. This gives the response enough task-related language to communicate the general process. However, the range is limited and several spelling and word-choice errors are noticeable, including “corbon dioxide,” “ethonal,” “tress,” “begain,” and “vahicles.” Some phrases are also imprecise or unnatural, such as “passed by the processing stage” and “contact with sunlight.” These choices occasionally make the intended relationship unclear. Aim for accurate process collocations and check spelling carefully; for example, say that cellulose “is processed” and that carbon dioxide “is released and returned to the plants.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, and the overall meaning can usually be followed. However, control of verb forms, agreement, articles and sentence construction is inconsistent. Examples include “plants and trees grows,” “the farmer harvest,” “it tranform,” and “ethanol can finally used,” where agreement or verb forms are incorrect. The opening overview also has a tense mismatch in “starts … and end,” while “it use in differen types” lacks the required passive construction. These errors recur and sometimes make relationships between stages difficult to interpret. Practise accurate passive forms for process descriptions (“is harvested,” “is converted,” “can be used”) and check subject–verb agreement, while retaining some varied sentence structures.

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